Professional Practice 2 Assessment 1

Lesson Plan Letter fly swat

Learning Development Area: Implementation Date
Communicating 23/10/2017 (Group A)
Active learning and
Wellbeing 24/10/2017 (Group B)
Connectedness
Identity Duration:
Context for learning: Literacy groups
Routines & transitions rotation every 10
Real-life engagements minutes
Play

Does this build on prior experiences of the children?

Students have been learning one letter per week through various lessons in the class and
have practiced - s,a,t,p,i,n,c,m,r,h,e,d,f,l and g

Does this build on the interests of the children?

The students enjoy playing games and will find it fun to swat the flies

WA Kindergarten Curriculum:
Learning and Thinking
Develop positive dispositions for learning
o Develop curiosity, resourcefulness and reflexivity
Communicating
Interact verbally and non-verbally with others for a range of purposes
o Develop phonological awareness skills
Understand how symbols and pattern systems work
o Investigate symbols and pattern systems

EYLF:
Outcome 4:Children are confident and involved learners
Children develop dispositions for learning such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm, persistence, imagination and reflexivity
Children transfer and adapt what they have learned from one context to another
Outcome 5: Children are effective communicators
Children engage with a range of texts and gain meaning from these texts

NQS:
1 Educational program and practice
3 Physical environment
5 Relationships with children
Professional Practice 2 Assessment 1

What is the focus?

Literacy lower case letter recognition and phonemes

About what am I being intentional?

Using the letters that have previously been taught/learnt through the year
Getting students to listen, look and match the letter sounds (phonemes) to what they look
like

Will I observe/record information?

Visual and aural observations will be taken and recorded at end of each rotation

Guiding Behaviour:
Remind students on how to take turns
Gain students attention before asking to find letter
Use cuing with parallel acknowledgement to provide positive tone and encourage desired
behaviours
Have fun and be encouraging
Positive praise for participating and having a go

Resources:
Whiteboard, marker and eraser
Fly swats
Letters with flies (laminated)

Differentiation strategies:
Activity is the same for all students - adjusted to cater to different abilities and needs of the
students
Assist students as required show students letter say what it is
Extended say letter before showing ask what other words start with this sound/letter
Modified show and say letter ask them to find ask them to repeat what letter is
Visual aids
Catering to various learning styles kinaesthetic, visual and aural
Learning through play and listening to peers

Introduction: Tell students we will be playing a game

(1 minute) Show students fly swats and letters.

Tell students that they will be swatting fly letters that match
Body: Demonstrate activity quickly

(8 minutes) Place letters out on table write letter on whiteboard and say it
Professional Practice 2 Assessment 1

swat matching letter and say the letter and sound

Give students fly swats and tell them its their turn
Teacher will pick letter and write on whiteboard - Show students
letter on whiteboard and say what it is and the sound
Students swat letter- ask students to repeat what letter/sound is
Repeat for all letters with students taking turns.

Conclusion: Pick a letter and ask student to say what the letter/sound is.
(1 minute) Modify questions to suit ability of students.

Evaluation / Reflection:
The students really enjoyed playing this game. It gave them plenty of opportunities to see
and listen to the different letters. The majority of the students could only recognise a few
letters, so instead of practicing all of the letters I will focus on using the letters in the
students names.
Keeping an eye on the timer so as to be able to conclude the activity with questions for each
student was a bit hard. I found I was rushed sometimes to try and get every student to
answer a question.
Keeping some of the students focused and not playing around with the fly swat when it was
not their turn was disruptive. Using only one fly swat for the students to pass around would
help with this problem.
Trying to take notes at the end of each rotation could not be achieved for each student as I
had to focus on the new group of students, which resulted in me not recording all the
information that I would have gathered throughout lesson. I need to make a checklist that
enables me to quickly note information gathered from the students participation in the
lesson and concluding questions.

Notes:
Introduce new letter of the week and remind students about what other words start with this
letter, shown on teachers whiteboard through mat session.
Professional Practice 2 Assessment 1

Resources

Lower case alphabet with flies

Fly swats
Professional Practice 2 Assessment 1

Formative assessment- Letter fly swat

Focus: Literacy letter recognition (matching letters to their sounds (phonemes)
Group A

Name Recognise letters Recognise letter Match letters Say letter sounds Think of words
sounds that begin with
same letters
Professional Practice 2 Assessment 1

Formative assessment- Letter fly swat

Focus: Literacy letter recognition (matching letters to their sounds (phonemes)
Group B

Name Recognise letters Recognise letter Match letters Say letter sounds Think of words
sounds that begin with
same letters